International Review of Research in Open and Distance Learning

Volume 5, Number 3. ISSN: 1492-3831

November – 2004

Research Notes

Selecting Research Areas and Research Design

Approaches in Distance Education: Process issues
B. K. Passi
King Mongkutt's University of Technology
Thailand

Sudarshan Mishra
Army Institute of Education
India

Abstract
The purpose of this paper is to study the process used for selecting research areas and
methodological approaches in distance education in India. Experts from the field of distance
education in India were interviewed at length, with the aim of collecting qualitative data on
opinions on process-issues for selecting areas for research, research design, and appropriate
methodological approaches in distance education. Data collected from these interviews were
subjected to content analysis; triangulation and peer consultation techniques were used for cross-
checking and data verification. While the findings and recommendations of this study have
limited application in that they can only be used in the specific context outlined in this paper,
respondents in this study nonetheless revealed the pressing need for more process-oriented
research in examining media and technology, learners and learning, and distance learning
evaluation processes. Our research, which yielded interesting empirical findings, also determined
that a mixed approach – one that involves both quantitative and qualitative methods – is more
appropriate for conducting research in distance education in India. Qualitative evidence from our
research also indicates that respondents interviewed felt that emphasis should be placed on
interdisciplinary and systemic research, over that of traditional disciplinary research. Research
methods such as student self-reporting, extensive and highly targeted interviews, conversation
and discourse analysis, were determined to as useful for data collection for this study.

Background
Research in distance education is typically carried out by Masters- and PhD-prepared individuals,
and by research fellows of distance education institutions and conventional universities. Research
leading to formal qualification or a degree is called degree-oriented research (i.e., work that leads
the researcher to earn a Masters, PhD, EdD). Project research, on the other hand, does not lead to
any formal qualification or degree, but instead adds to the literature, and often forms the basis for
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

policy formation or the rational for action taken by bodies like universities, private sector
companies, or governments.

Literature Review
In a 1996 study, Panda, Satyanarayana, and Sharma identified 152 studies, from which two-thirds
(n = 109) are project-oriented and one-third (n = 43) are degree-oriented. Powar (2001), in
researching the literature on distance education in India, determined that although numerous
degree and project-oriented research studies have been published, most lack both quantitative and
qualitative rigor compared with international research standards (Powar, 2001). Sahoo (2001), in
his review of the literature conducted in the area of distance teacher education in India,
discovered gaps between the needs and priorities of distance education research, and actual
attempts made so far in that direction. Sahoo further found that the major emphasis of research on
distance education technology in particular, has focused almost exclusively on evaluation of
different components of the distance learning system in terms of different criteria; while research
studies on other aspects – most particularly process aspects – remain isolated. Kaul (1997), for
example, found that most research conducted in India to date tends to focus on descriptive
surveys confined to comparisons of enrolment trends and academic achievement. The
methodology used for these studies relied mostly on descriptive survey approaches,
experimentation for testing the efficacy of various approaches/ models, and qualitative data
analysis techniques. Similarly, Sesharatnam (1996) in reviewing research activities in distance
education in the Indian province of Andhra Pradesh, found that research efforts have been
fragmentary and isolated from any established theoretical perspective. According to Sesharatnam,
most studies conducted to date in India have typically focused on issues at the micro-level and
were evaluative in nature. Most studies in India are of a descriptive type – highlighting the status
and functioning of a component of the system. This approach, however, shows the lack of
research on "process-issues" aspects of distance education. It also reveals the dominance of
quantitative research, often at the expense of the more qualitative aspects of research.

From the above discussion, it is evident that there are significant problems with the manner in
which distance education research is currently being conducted in India. India currently lacks
both quantity and quality of research studies examining distance education as a process driven
system. India is not alone in this plight, however. When examining distance education research
on international level, other nation's research such tends to b' less than sufficient as well. Evans
(2000), for example, argues that open universities have many things in their favour, but generally
“research” is not one of them. Open universities tend to be perceived as parasitical in the sense
that they have historically relied on their host (i.e., “real” universities) to produce the knowledge
for their course offerings, and train the “open university” academics who teach then.
Conventional universities even often contribute the expertise for course development for open
university systems. Evans's argument implies that the process of research in distance education
needs to be fundamentally different from that of conventional educational research. To this end,
researchers engaged in distance education research are showing signs of increasing attention paid
to issues in distance education research, particularly within the framework of appropriate
theoretical foundations – a phenomena that is reflected in an increase in theoretical and
methodological articles that have been published in recent years (Saba, 2000). Nonetheless, in
spite of this advancement, we still need more and better-designed studies on distance education
problems and issues. As such, open universities need to take up the issue of research seriously if
they wish to be at the forefront of higher education both nationally and internationally, and if they
wish to be perceived as legitimate “universities” in their own right (Evans, 2000).
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

From the foregoing discussion, it is important to understand the “process-issues” for selecting
research areas in distance education, and research design and related methodological approaches
used to underpin such research. Research on the relationship between what goes on while
organizing research, and the product outcomes of research itself, is clearly an important task in
formulating a research design. Understanding the nuts and bolts of this relationship can improve
the quality of research, and ultimately the whole process of distance education itself.

Research Question
This paper seeks to answer the research question: What are the process-issues for selecting
research areas, research design, and methodological approaches in distance education?

Process-Issues in Distance Education

Quality lies in its processes. Output is the result of such processes. A process is a sustained
phenomenon marked by gradual changes through a series of actions that lead toward a particular
result. Good quality inputs coupled with weak processes often do not lead to desirable outcomes.
On the other hand, good quality processes coupled with minimum essential inputs often do lead to
desirable outcomes. An “issue” is a point of debate or controversy on which the parties take
variety of position, ranging from affirmative to negative. By speaking of process-issues, the focus
is on how the series of actions are brought about to achieve the desired goal of distance education
(Mishra, 2002).

Research Design
This study used a qualitative research design to provide a more comprehensive picture of each
aspect of the study. It must be noted, however, that the findings and recommendations of this
study have limited application to other contexts, and therefore one cannot generate axioms that
are widely applicable to other situations. What this study does yield, however, are interesting
insights into suggested areas for further research, specifically those using qualitative designs as a
basis for developing insight and gaining understanding into process-issues of distance education.

Sample
The study was conducted on a convenience sample of thirty experts. Experts (i.e., departments
heads, professors, readers, senior lecturers, tutors, and directors) knowledgeable on the current
trends in distance education formed the sample of our study. This sample was drawn from India's
open, conventional, and national level institutions and un'versities: National Council of
Educational Research and Training, New Delhi; National institute of Educational Planning and
Administration, New Delhi; National Institute of Open Schooling, New Delhi; Indira Gandhi
National Open University, New Delhi; Association of Indian Universities, New Delhi; Institute of
Applied Manpower Research, New Delhi; Kota Open University, Kota, Rajasthan; M.S.
University of Baroda, Vadodara; and Devi Ahilya Vishwavidyalaya, Indore.

Method
A semi-structured interview called: “Process-Issues for Organizing Research in Distance
Education: Interview Schedule” was used to collect data. Items comprising the interview schedule
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

were written and structured to encourage respondents to focus on particular topics on process-
issues such as: selecting priority areas of research, issues related to quantitative versus qualitative
research, processes of enhancing different types of research, and issues on selecting appropriate
methodology of research in distance education. The interview schedules also included open-
ended questions, so respondents could elaborate on points of interest.

Data Collection
Data collection took place during semi-structured, face-to-face interviews conducted over a three
month period from January 2001 to March 31, 2001. Interviews typically lasted between 45 to 60
minutes, but some lasted as long as 1.5 to 2 hours. The interview process was divided into three
stages: pre-interview, interview, and post-interview stage. Respondents were given a copy of the
schedule prior to the interview, a time and place was agreed upon, informed consent was obtained
prior to conducting the interview, and the results of each interview was transcribed immediately.

Data Analysis
Content analysis was used to analyze the transcribed data of each interview. Each transcription of
each interview was read line-by-line, and then divided into meaningful analytical units called
“categories.” After locating the meaningful categories, the research team coded them.
Triangulation was used for cross-checking and verification of data through the use of different
information sources. This includes a variety of data sources, the interviews, theoretical models,
and research methods. Stronger conclusions can be drawn from comments made by more than
one responding expert. Also, conclusions drawn from the interview data could be compared to
previous results and related literature. A peer consultation among researchers was used to test and
re-test the findings.

Process-Issues in Selecting Research Areas and Methodological

Approach
The quality of a research study is dependent upon the nature of the problem undertaken by the
researcher, and the research design and supportive methodology selected to explore the problem.
At this point, researchers are confronted with various and often conflicting aspects of research.
The need to study the underlying research design, method, and process issues in research in
distance education is clear. As such, it is interesting to note that the following four issues emerged
while interviewing the respondents.

1. Priority areas of research

2. Issue of quantitative versus qualitative research

3. Enhancing different types of research

4. Methodology of research in distance education

Priority Areas of Research

Distance education is changing with an alarming speed, particularly as educational processes
become increasingly globalized in terms of physical reach and scope of courses and programs of
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

study offered. Different viewpoints on distance education are emerging, reflecting the rapidly
evolving nature of this increasingly important educational discipline. Workshop participants at
the Open University, Hong Kong (OUHK, 1999) determined that research examining both on
short-term and/or local problems, as well as long-term research that can be applied to other
contexts, is needed to contribute to the growing body of knowledge'on the subject. Moore (1995)
advocated not to undertake more media-comparison studies or other meta-analysis. He suggested
focusing on the features of particular media to see how they contribute to learner outcomes, what
possibilities exist in various settings, whether things are working, and if not, how to fix the
situation. The following views, which reinforce the thoughts outlined above, emerged during our
interviews of the distance education experts.

1. Around 80 percent of the distance education experts (respondents) felt that emphasis on
current research should be placed on media and technology. They emphasized the need
for research on the process-related issues of design, development, and effectiveness of
materials; use of media by students; organization of radio programmes, TV programmes,
tele-conferencing, audio conferencing; and each modality's effectiveness. This group felt
research was necessary to examine multi-channel learning systems (i.e., to determine how
much of learning can be attributed to print, how much to tutoring, and how much to a
combination of two or more media). Comparative studies on different formats from the
same media were also determined as necessary areas for further research – for example,
comparative studies examining alternative format in print materials to see which format is
more effective for learning.

2. Approximately 60 percent of respondents interviewed advocated research conducted on

examining learners and learning. They indicated research should be undertaken on adult
learners' learning styles; factors that motivates students to learn; research on “how”
students learn using print, audio, video materials; problems students confront while
working with materials; and students' needs, attitudes, previous knowledge, socio-
economic background, characteristics, aspirations, and study habits.

3. More than 50 percent of respondents opined that research should examine evaluation
processes. They cited the importance of follow-up studies to examine the influence of
specific training programmes, and utilization of training programmes in the classroom.
These respondents also felt research should examine student evaluation; feedback on
assignments; what exactly students perceive they will achieve upon completion of their
studies versus actual employment opportunities available upon successful completion
their course(s).

4. Approximately 30 percent of respondents advocated further research on student support

services. These respondents felt that research should examine the use of study centres,
resource availability versus actual utility at study centres; and the student support
processes of counselling, teaching, educational delivery mechanisms, and staff working
study centres (i.e., staff members' attitude and involvement in facilitating learning of
distance learners).

5. Approximately 25 percent of respondents held the opinion that the basis of research
should depend on individual and institutional practices. When viewed from this
perspective, allocating priority to research initiatives depends on unique problems
encountered by each institution. In sum, each aspect/ dimension has its own unique
importance, and that any “importance” placed on research must be based on the
“institutional context” in which the given research activity seeks to gain insight and give
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

meaning to. The basis of prioritizing research rests on the underlying institutional
practices it seeks to clarify, explain, or remedy – specifically the objectives of a given
institution; the specific problems each institution faces; the kind of innovations and
changes a given institution wishes to introduce; the mission of the institution; the
academic programmes they seek to offer; the particular media-mix adopted; and the kinds
or models of distance education they seek to offer students.

6. Some respondents (approximately, 13 percent) felt that research should focus on distance
learning planning and'management. In India, there are currently three types of distance
education institutions operating at the level of higher education: 1) national open
universities; 2) state open universities; and 3) directorates of distance education of
conventional universities. In this system, each institution shares similar and at times
overlapping concerns and problems – e.g., establishing higher standards, coordination of
activities, staff training, research, course development, to name just a few. Moreover,
each institution fully expects to expand its activities by expanding student enrolment.
However, due to jurisdictional and bureaucratic overlap, many of these institutions tend
to fall short in maintaining quality educational programming for students. As the old
saying goes: one can excel at a few things, but one cannot excel at everything. Currently,
there is no all-encompassing policy to guide India's educational system at the macro
level. As such, when questioned, this group of respondents felt that research on planning
and management must have top priority in India at this time. According to these
respondents, research studies on organizational models are most important. They also feel
that research on student support mechanisms (i.e., home-based support, workplace-based
support, institution-based support, study centre-based support, and media-based support)
is similarly important.

7. Some of the respondents (13 percent) placed emphasis on research on staff development.
These respondents felt that research needs first to identify various staff categories/ groups
that require training, followed by research to formulate effective training strategies and
mechanisms to address staff development needs.

Issue of Quantitative versus Qualitative Research

Debate on the merit of quantitative research versus qualitative research is ongoing. Qualitative
research is often compared and contrasted to quantitative research. According to Panda and
colleagues (1996), both qualitative and quantitative approaches have made significant
contributions to research, but it is the qualitative type that can dig more deeply into the
independent learning of an isolated distant learner. The fact remains, however, that distance
education researchers tend to place more importance to quantitative research, a method that
typically provides objective descriptions and comparative measures of “classroom activities.” For
example, Saba (2000) observed the dominance of quasi-experimental research in distance
education, which compares the effectiveness of distance education to classroom instruction, face-
to-face education or traditional education.

The authors of this paper perceive that the pendulum is shifting towards the use of qualitative
approaches in distance education research, however. As such, more studies are now being
conducted that use qualitative designs and supportive methods. Respondents offered the
researcher their views (below) on the merit of quantitative versus qualitative research in distance
education.
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

1. Majority of respondents (around two-thirds) advocated a mixed approach in research, one

where quantity gives the figure and quality gives the dimension. According to this group,
quantitative studies alone cannot give us the “real” or “whole” picture. They felt
researchers need to go beyond quantitative studies, and add elements of qualitative
methodologies to their research activities. This group felt that a comprehensive mix of
both quantitative and qualitative research methods will yield more reliable research
outcomes. According to this group, researchers should not collect only hard statistical
data; they also need to observe, synthesize, and report on phenomena in its real context,
which in turn will lend meaning to the statistical data collected. In sum, qualitative
research methods need to be included in tandem with quantitative research methods at the
research design level. This approach will yield research outcomes that supp'rt, expand,
and thus add credibility and merit to distance education research in its own right.

2. Some respondents (around two-fifths) held the view that the method followed depends on
the research problem itself. Both quantitative and qualitative research have their place
and importance in research. The research method(s) followed depend upon what kind of
research is being considered, and the objectives of the research study. These respondents
held the opinion that if the research in question requires qualitative analysis – that method
should be used. If it requires quantitative analysis – that method should be used. There is
no “prescriptive” solution to research in distance education; instead, these respondents
felt the research design should depend on the problems that need answers. According to
this perspective, research design and related methods is not an end in itself, but rather a
vehicle to arrive at the desired end – the collection of reliable data. In sum, the research
design and its evaluative methods should be chosen for is utility to solve a given problem.

3. Few respondents (one-fifth) felt qualitative research should be expanded. These

respondents held the opinion that it is not question of balancing between quantitative and
qualitative research; it is a question of initiating and development of research processes.
This small group of respondents feels that too much emphasis has been placed on
quantitative research in the past, and that a quantitative research “bias” continues to this
day. This group feels that quantitative research alone cannot examine or explain all the
variables/ characteristics that qualitative research designs can reveal.

Enhancing Different Types of Research

Research may focus on disciplinary, interdisciplinary, and systemic areas. Distance education
institutions can play a key role in enhancing and expanding upon different types of research
examining distance education and its intended (or unintended) outcomes in a systemic setting. It
is in this context that Panda and colleagues (1996), and Ferrer (1999), expressed concern about
the controversy between various types of research designs and methods. Nonetheless, Panda et al.
(1996) setting aside the controversy between the merit of systemic-research versus discipline-
based research in distance training institutions, stressed the hidden and highly utilitarian potential
of institutionally sponsored research. Such research can bring tremendous value to a given
institution, and the discipline of distance education as a whole. Respondents were asked about the
process-issues of enhancing different types of research – disciplinary, interdisciplinary, and
systemic research. Respondents offered the following views on this topic:

1. Open universities should not necessarily depend on conventional universities for distance
education research, because they are engaged in the world of “discipline-based” research.
Open universities are in a unique position to examine the systemic nature of the
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

“modality” in which they operate and “do business.” This means that the primary goal of
an open university department or faculty – even those comprising many different
departments – should be to conduct research. They should first aim to generate
knowledge in their own discipline be it medicine, law, engineering, the humanities, or
education (to name just a few), then relate such research in a distance education context.
In short, researchers should seek to breakout of the disciplinary research box and become
involved in more “systemic” research. For example, at the Open University UK,
researchers and educators are typically engaged in both disciplinary research and
systemic research. When undertaking disciplinary research, academics at the Open
University UK make forays into the systemic research aspects of distance education
system in which they operate and teach. Clearly, such overla' will improve the teaching-
learning practices of the distance education system in which the academic/ researcher is
working. It is interesting to note, that many respondents also placed emphasis on
interdisciplinary research. According to these respondents, research could evolve to
become interdisciplinary in nature and design, especially if two or more researchers from
different disciplines join together to research a question or topic. Teamwork is key in this
equation because individual academics typically do not have the full toolbox of expertise
necessary to master multiple disciplines.

2. One respondent expressed disappointment with the amount and quality of

interdisciplinary research done in India. This respondent felt that barriers to
interdisciplinary research is present in India, and that open universities should work to
break down this barrier, and encourage experts in one discipline to cross over and
conduct research in other disciplines. In other words, PhD-prepared and even Masters-
prepared individuals from one discipline should be encouraged to conduct research in
other discipline.

Methodology of Research in Distance Education

“One of the major challenges of researchers in distance education in the future will be to devise
methods for conducting research. This involves method of data collection and data analysis that
corresponds to the theoretical complexity of the field” (Saba, 2000). Berge and Mrozowski
(2001) in reviewing the literature (n = 890 studies) in distance education over a ten-year period
from 1990 to 1999, found that 75 percent of the articles and dissertations used a descriptive
methodology. In spite of this finding, qualitative techniques are nonetheless evolving and new
research methodologies emerging (e.g., transferred from other disciplines). In the studies
researched by Berge and Mrozowski, researchers used a variety of techniques for conducting
distance education research, incorporating a variety of investigative techniques and few formal
experimental or quasi-experimental designs. For example, student self-reporting, (Fulford and
Zhang, 1993; Gunawardena, 1995), extensive interviewing of students (McDonald and Gibson,
1998), conversation and discourse analysis (Chen and Willits 1999; Tsui and Ki, 1996; Saba and
Shearer, 1994), or a combination of these methods, were often used to collect the necessary data.
Furthermore, these studies typically focused on a smaller group of subjects and took a deeper
look at the subjects’ verbal and written behaviours. This is an important step in refining research
methods specific to distance education, in that they are designed to capture a wider and richer
range of data needed to advance the field. With the changing scenario of methodology of research
in distance education, respondents engaged in the interviews voiced the following viewpoints on
the issue of methodological approaches:
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

1. There is no substantial difference in the methodologies of conducting research in distance

education than in the formal system. It follows the same lock-step process in selection of
problem, formulation of a hypothesis and research objectives, formulation of a
measurable research question, question formulation, data collection, data testing, data
analysis, drawing conclusions, etc. However, in terms of selecting a research sample, the
procedure of data collection will automatically change the process. For example, a blank
audiocassette could be sent to learners with a questionnaire wherein the learners will be
asked to complete the questionnaire by responding the answer in the audiocassette. In
sum, this tends to present a different procedure of data collection. Similarly, instead of
sending questionnaire via postal mail, the researcher can use the Internet.

2. Since distance education learners are studying in a situation that is typically non-
contiguous, application of a qualitative research design and methodologies are likely
more appropriate than the application of a quantitative design and methodologies. When
research is designed to examine distance students’ study habits, learning strategies,
learning contexts – and how to improve upon all elements of the system geared to meet
the learning needs of distance learners such as course design, development and delivery,
and related student support systems – qualitative research methodologies tend to be more
appropriate.

3. To enhance inter-disciplinary research, inter-institutional mobility and interactions of

researchers, it is necessary to share the uniqueness of specialized perspectives.
Researchers can receive feedback from other researchers and vice-versa. Communication
technologies are undergoing radical changes for mass data collection and data analysis.
Individual researcher can interact with fellow researchers working in other disciplines,
any time, any place. To expand the interdisciplinary scope of research, deliberate steps
must be taken to integrate researchers and their disciplines – systemic researchers and
subject pedagogues alike. The successful convergence of the ideas from related
disciplines can enhance the quality of education.

Conclusion
Reviewing the findings of this study, we found that majority of respondents interviewed
advocated research on “media and technology” followed by “learners and learning,” and on
“evaluation process.” This finding may be explained by the fact that media and technology carry
out major parts of curriculum transaction process. Instead of doing comparative study on “media
and technology,” respondents tended to advocate focusing on the features of particular media to
see how they contribute to learning outcomes. Regarding the issue of quantitative versus
qualitative research, the majority of respondents felt that following “mixed approach” was best,
and advocated enhancing disciplinary, interdisciplinary, and systemic research. Nevertheless,
they also suggested that importance should be placed on interdisciplinary and systemic research.
In terms of the methodology of research used in distance education, when questioned, almost all
the respondents could not suggest alternate methodologies for research in distance education
different from conventional methodologies of research. This finding may stem from respondents’
attachment with the conventional system, and as such, they might be looking to conventional
universities as the “gold standard” for acceptable norms, credibility, and the role models to which
open/ distance education universities should aspire. Indeed, the majority of respondents
interviewed had started their career in the formal university system, and most earned their
qualifications in the formal system (this is because open/ distance universities are a newer
construct). However, very few respondents advocated quantitative research methodologies;
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Selecting Research Areas and Research Design Approaches in Distance Education: Process issues

instead, they suggested using tools like student self-reporting, extensive interviewing,
conversation and discourse analysis, or a combination of these methods to collect the necessary
data.

Communication technologies should also be used for collection and analysis of data. The analysis
presented here, while based on a small but arguably highly representative sample of survey of
distance education experts working in India, focuses on process-issues for selecting research
areas, research design, and methodological approaches used in distance education. The findings
and recommendations of this study have limited application; however, significant empirical
insights emerged that support research into process-issues. In order to have quantitative data for
wider generalization, it is suggested that a quantitative survey research can be undertaken on this
topic by taking representative samples from state level institutions, state open universities,
distance education researchers, students engaged in distance modes, and students who have
already engaged in distance education course(s). ”An in-depth, qualitative study can be
undertaken to examine select process-issues of research in distance education. Finally, in order to
know the underlying or grounded reality, it is similarly suggested that an in-depth case study
should be undertaken.

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